Report online harassment with saved evidence
When to use this goal
For older students who know mean messages should be reported but do not save evidence or use the app's report tool or the school's reporting form. Present levels on the stop, save and tell steps (ca-dig-011) show readiness.
- Baseline
- Use demo screens only. Mark each step. Check that screenshots include the sender and date, which reports need.
- Tips
- Real reports follow school and district bullying procedures. Teach the student which adults can receive a report. Pair with a counseling goal if the student has been targeted.
- Limits
- Practice cannot match the stress of a real situation. Report tools change by app.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-017.
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Goal
By the annual IEP review date, during a practice lesson with a sample harassing post on a demo app screen and the school's online reporting form, the student will report the sample harassment through the app and the school's process, keeping saved evidence, performing all 6 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
Baseline: 2 of 6 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Digital Literacy & Online Safety.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Science, Social Studies & Digital Literacy - Digital Literacy & Online Safety
- Baseline
- 2 of 6 steps independently.
- Annual goal403 characters
- By the annual IEP review date, during a practice lesson with a sample harassing post on a demo app screen and the school's online reporting form, the student will report the sample harassment through the app and the school's process, keeping saved evidence, performing all 6 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a practice lesson with a sample harassing post on a demo app screen and the school's online reporting form
- Behavior
- The student will report the sample harassment through the app and the school's process, keeping saved evidence
- Criteria
- Performing all 6 steps independently, across 3 consecutive practice sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- across 3 consecutive practice sessions
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a practice lesson with a sample harassing post on a demo app screen and the school's online reporting form, the student will report the sample harassment through the app and the school's process, keeping saved evidence, performing all 6 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Do not reply to the post or message | ||||||||
| 2. Take screenshots that show the message, the sender and the date | ||||||||
| 3. Save the screenshots in a private folder | ||||||||
| 4. Use the app's report button and choose the reason | ||||||||
| 5. Block the account | ||||||||
| 6. Fill in the school's reporting form or tell a trusted adult and share the screenshots | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.